KONTRIBUSI PELAKSANAAN PROGRAM PENDIDIKAN PROFESI GURU TERHADAP PROFESIONALITAS GURU SMK - Dwi Ayu Silvia, - (2019)
Pendidikan profesi guru merupakan salah satu upaya pemerintah untuk mengembangkan profesionalitas guru. Profesionalitas guru bisa diartikan sebagai sikap, kemampuan dan keahlian yang dimiliki guru dalam melaksanakan tugas profesional guru. Kemampuan atau kompetensi profesional guru tersebut terdiri dari empat kompetensi guru. Diantaranya yaitu kompetensi pedagogik, kompetensi kepribadian, kompetensi sosial, serta kompetensi profesional. Penelitian ini bertujuan untuk mengetahui gambaran umum pelaksanaan program pendidikan profesi guru, mengetahui gambaran umum profesionalitas guru SMK, serta mengetahui besarnya kontribusi pelaksanaan pendidikan profesi guru terhadap profesionalitas guru SMK. Penelitian ini dibatasi pada kemampuan pedagogik guru. Responden penelitian ini adalah guru SMK yang menjadi peserta PLPG 2017 dan PPG 2018 pada program studi Pendididikan Teknik Bangunan, Fakultas Pendidikan Teknologi dan Kejuruan, Universitas Pendidikan Indonesia yang berjumlah 30 orang. Peneliti memilih metode deskriptif pendekatan kuantitatif, pengumpulan data dilakukan menggunakan angket untuk mengukur variabel X yaitu pelaksanaan program pendidikan profesi guru serta variabel Y yaitu profesionalitas guru SMK. Hasil penelitian menunjukkan bahwa kontribusi pelaksanaan program pendidikan profesi guru terhadap profesionalitas guru SMK adalah sebesar 54,91%.;--Teacher professional education is one of the government's efforts to develop teacher professionalism. Teacher professionalism can be interpreted as the attitudes, abilities and skills possessed by the teacher in carrying out the professional duties of the teacher. The teacher's professional abilities or competencies consist of four teacher competencies. Among them are pedagogic competence, personality competence, social competence, and professional competence. This study aims to know a general description of the implementation of teacher professional education programs, to know a general description of the professionalism of vocational teachers, and to know the contribution of teacher professional education to the professionalism of vocational teachers. This research is limited to the teacher's pedagogical abilities. The respondent of this study were vocational teachers who were participants of the 2017 PLPG and PPG 2018 in the Building Engineering Education Study Program, Faculty of Technology and Vocational Education, Indonesia University of Education, which numbered 30 people. The researcher chose the descriptive method of the quantitative approach, data collection was done using a questionnaire to measure the variable X, namely the implementation of the teacher professional education program and the variable Y, namely the professionalism of the vocational teacher. The results showed that the contribution of the teacher professional education program to the professionalism of vocational teachers was 54.91%.